Objectives (5 - 7 mintues)

1. Understand the concept of oxidation number: Teacher should ensure student understand what oxidation means, how is it calculated and its importance for Chemistry. This includes both the formal definition, and an understanding of it as it relates to each of the atoms that participate in a molecule.

2. Indentify the oxidation number in a Chemical Formula: Students can identify and calculate oxidation number for each atom in a chemical formula. Understanding these rules and how they operate in different situations.

3. How to apply oxidation number in a chemical reactions: Finally students should be apply the oxidation to predict and interpret what is happening during the course of a a chemical reaction. including which atoms are get oxidized and which are get reduced.

Secondary objectives:

• Develop critical thinking skill and problem solving in a diverse range of chemical oxidation number context.

• Encourage active participation from all students and the opportunity for peer-to-peer learning.

Introduction (10 - 15mintues)

1. Review of Prior Knowledge: Begin y reviewing important concept that are prerequisite to understanding oxidation number. Including atomic structure, the formation of an ions an the difference oxidation and reduction reactions. This can best be done by asking student questions to ascertain what they already Know and what prior knowledge they might be lacking.

2..** Real World Connection 1: Rusting of Metals. Teacher can then bring up a common real-world application that will capture student interest in the topic. For examples, the rusting of medal, which is the formation and iron oxide. Teacher can ask their students if they know what rust and why it froms, and connect to oxidation and oxidation numbers.

3. Real World Application 2: batteries: Another real world application that may be presented is the function of batteries, which rely on oxidation to reduce reaction. Teacher could ask students if they know batteries work and how it might connect to oxidation number.

4. Contextualize the Importance of This Lesson: Teacher should then explain why understanding oxidation number in an important skill for a wide range variety of chemical concepts. From the rusting of metal to the workings of batteries to cellular respiration and photosynthesis

5. Topic Introduction: Teacher should then introduce specific topic of today lesson in a fashion that will pique interest. For example , he or she could talk briefly about the history of the development of oxidation number concept and how it is used today to control and understand wide range of chemicals reaction from generating energy from fuels to designing new drug

6. Interesting Fact 1: The Oxidation number of Oxygen is Air: To illustrate this concept, teacher could mention air they breathe is comprised mainly of nitrogen with oxygen being present as well. Nitrogen a very stable gas but oxygen is highly-reactive gas that will readily oxidizs other elements.

7. Interesting Fact 2: The Oxidation Number of Hydrogen in Water.: Another interesting Fact to share is that water a stable compound despite hydrogen being a particularly reactive element This because in water Hydrogen has an oxidation number +1 where is oxygen has number -2 , when hydrogen and Oxygen combine to from water, hydrogen becomes oxidized while oxygen is reduct, making the over all reaction favored.

Teacher should encourage question through this introduction and for students to share what they think and any prior knowledge they bring to the topic

Development (20 - 25 minutes)

1. Theory: Oxidation Number (10 - 14 minutes)

1.1. **Definitions and Concepts:** Teacher should begin to explain by stating that Oxidation number is a valuable tool that is used  to tell you the oxidation of an atom in any molecule or ion. It is the measure of  the relative loss of gain of electron that an aom has under gone in an chemical reaction.

1.2. **Rules for Assigning Oxidation Number:**  Teacher would then introduce the rules of assigning oxidation number as follows:

    1.1.1 **Elements in their  standard state and neutral compounds:** In its elemental state, in its standard state, an element has  zero oxidation number. In a neutral compound,  an element has an oxidation number that is equal o its charge,

  1.1..2 **Monoatomic Ions**: The Oxidation number of monatomic ion is equal to its charge 

     1.2.3. **Polyatomic Ions:**  For polyatomic ions, their oxidation number is considered to be the charge such ion would have were all of its constituent atom in their element states.

1.1.3. Applying Oxidation Number Teacher should conclude by explaining to the class how oxidation states are used to indicate whether an atom has been oxidized increased oxidation number or reduced ( decreased oxidation number in a chemical reaction

**2. Activity 1: Assigning Oxidation number (5- 7 minutes)

Examples of Assiging Oxidation Number : Teacher would then provide a list of chemical formula and ask the class to assign their respective oxidation number.

Practice 1: Assigning Oxidation Numbers (5 - 7 Minutes) Teacher should provide a list of chemical formulas and instruct the students to determine the oxidation number of each atom. The teacher should walk around to check student responses and address any questions

3. **1. Theory: Oxidation an Reduction (5 - 16 minutes):

Definitions of Oxidation & Reduction: Teacher can then explain that in oxidation is the loss and electron by an atoms while Reduction is the addition of an electron by an atom. This can be illustrated in chemistry through reaction such as the oxidation of Iron to form rust or the reduction from Oxygen to form waster. 4. Practice : Identifying Oxidation and Reduction (6 -7 minutes) Teacher can then provide a list chemical reaction and ask their class to identify atoms that are being oxidized and atoms that being reduced. The teacher may ask students to come up to draw out the mechanism on the board at this point.

During class, the teacher will encourage active participation by asking questions. Having students explain their thought process and share their findings, and provide immediate, individualized feedback so that student errors can be quickly corrected and reinforce the correct approach. In addition teacher should integrate theory and practice together showing how oxidation number is applied in the real world and used to predict and explain chemical behaviors

*Closure (8 10 minutes)

1. **Content Review and summary (3 - 4 minutes) To initiate this section of this lesson teacher provide a quick brief of the major idea covered in lesson such as the definiton of oxidation numbers, the rules for assigning them, the diferences between oxidation, and reduction, along with the importance that oxidation number has when it comes to predicating and interpreting checmical reactions.. Teacher should reinforce that oxidation state is a vital skill in chemist that allows for controlling and understanding the wide range of phenomena from the rusting metal and the function of batteries , to cellular respiration an photosynthesis.
2. Connecting Theory to Practise (2 - 3 mintues): Teacher should take a few minutes to reiterate ways that the lesson material has connected theory to practice throughout the lesson period. To accomplish this, he or she could revisit specific examples of assigning oxidation, and identifying oxidation and reductions that were worked on during the class period. Teacher should stress that being able to identify and assign oxidation state to each atom in a chemical species and identify which of the atoms that are oxidized and which are getting reduced in a chemical change are practical skills that can be used to understand an predict the behavior in substance and chemical change in the real world..

3**. **Reflecting on Learning **(2 -3 minutes): **Teacher will then facilitate a time of reflection for students to think on what they have learned during the lesson period. To this , teacher can ask open- ended questions such a:

3 .1 **Question 1: What was most important concept you came away with today:**

1.1.2.**Question 2:* What area of this topics still needs clarification for you?

1.1.3  **Question:3:** How can I apply what I learnt today in my personal learning life?

1.2. Teacher should provide adequate time for students t think about these question and then invite them to shared their responses with others in the class . Teacher emphasize that all answer are valued even if they were not the answers that the teacher anticipated, since the purpose is to encourage critical thinking and reflection not to assess the correctness of the response. 4. Feedback and Question (1 - 2 Minutes) The teacher then open the floor for students to ask any additional question or concerns they may about the material that was covered. The teacher provide immediate feedback to student questions and concern, clarifying any misconceptions or providing additional direction as needed and the teacher also encourage students to seek help beyond the classroom and to continue learning about the topic independently.

Upon completion of the closing section of the class, students should leave the room with a thorough understanding of what was covered in the lesson , how it connect to real world application and how the student can continue to study and apply oxidation number moving forward. Teacher will also have clear insight to what students did and did not fully grasp from the lesson , which can infrom lesson planning in the future

Conclusion (5 - 7mintues)

1 Summary of Main Idea: (2 - *3 minutes) Begin by reminding your students of what the main points that were discussed today. These should include what oxidation number is , how to assign oxidation numbers, how to identify oxidation , reduction reactions, and the importance it has when it comes in the interpretation of chemical reaction. The point should be that oxidation number is a major tool in chemistry , allowing for the understanding and prediction of a wide ranges of chemical phenomenon. 2. **Connecting Theory, Practice and Real-World Application(1 - *2 minutes) Teacher should conclude the lesson by briefly highlighting how this lesson has connected theory practice and application. The teacher should restate that assigning oxidation number and identifying atoms that are undergoing oxidation and reducation are valuable skills that help students predict and interpret changes taking place in real world substance and chemical reaction.

3. **Resources to Extend Learning (1 - 2 minute) Teacher will then provide students with resources they can use to explore concepts on their own. Such resources might include text-book pages, links to educational website, videos and practice problems

4. Real World Relevance (1 minute):** Finally , tie the lesson back into the real -world . Mention briefly again some real word examples given such as oxidation of metals , the function of batteries an cellular respiration and how the oxidation number help us understand those processes.

Upon completition of the closing segment of the class, students should leave the room with though understanding of how oxidation number is used in chemistry. They should further have a clear picture of how the oxidation number concept connects to the world around them and how they are able to use and investigate this on their own. Additionally , the teacher will have a solid idea of what student gained from the class period and what topics may need to be revisited in future lessons or activities.